The Relationship between Transformational Leadership of Principals and the Empowerment of Teachers

The purpose of this study was to investigate the impact of transformational and transactional leadership on empowering Elementary female teachers in the academic year of 2018-2019. The target population of the study included all female principals (24) and female teachers in the same schools about 335 people in district 12 in Tehran education. The sample size of principals was selected by census sampling method due to the limited volume and the sample size of teachers was 185 based on Morgan table, so they were selcted randomly. Bass (2006) and Spritzers Empowerment (1995) standard questionnaires were used to collect data. The face and content validity of the questionnaires were confirmed by ten educational administration professors and Cronbach's alpha coefficient was calculated as 0.90. Pearson correlation tests were used to analyze the data. The findings showed that there is a relationship between transformational leadership style and each of its components (ideal characteristics, ideal behaviors, mental motivation, inspirational motivation and individual considerations) with the empowerment of female teachers in district 3 of Tehran Education and each of its components (meaningful in job, competency in job, right to choose, effectiveness and participation).